Impact of a Formative Program on Transgender Healthcare for Nursing Students and Health Professionals. Quasi-Experimental Intervention Study

Abstract

Background: The field of specific healthcare for transgender people has not been included in the official curriculum of professionals. This causes a lack of knowledge that can be presumed to become a barrier to healthcare. Currently, different methodologies are emerging to achieve meaningful learning for students and professionals. The objective of this study was to evaluate the increase in the level of knowledge of final-year nursing students, applying methodological strategies such as problem-based learning (PBL) and film-forum. Methods: 59 nursing students were randomly assigned to two intervention groups (G1 = 31 and G2 = 28), and another 57 were assigned to the control group (without specific classes or workshops on the subject of the study). The intervention consisted of a specific training course on transgender issues (TGSC&W, TransGender Specific Course and Workshop), where the type of meaningful learning strategy used depended on the group (G1 = film-forum and G2 = PBL). The study was carried out at the Faculty of Nursing Nuestra Señora de Candelaria of the Canary Islands Health Service. The randomization was done by blindly choosing a computer-generated code. Results: The main outcome was based on 116 participants, comparing their level of knowledge before and after the workshop. The comparison by pairs shows that there were statistically significant differences (p = 0.000) between those undergoing the methodological interventions and the control group. Statistical significance between film-forum and PBL was not obtained (p = 1.000): Both methodologies increased the level of knowledge, but there was no significant difference between them. The means for satisfaction with the learning methodology used did not show statistically significant differences. Conclusion: The workshop carried out was highly effective and significant in terms of increasing knowledge. No significant differences were observed in the level of knowledge, or in the degree of satisfaction, between the two methodologies used (PBL and film-forum).

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

“…These findings are in line with Muckler et al. (2019) and García‐Acosta and collaborators’ results (2019), who introduced these practice‐based learning scenarios to practice therapeutic communication towards trans patients in nurses and final‐year nursing students, increasing their confidence and comfort during their care delivery to these patients.…”

Cross‐sectional study of the quality of randomized control trials on problem‐based learning in medical education

“…After restriction using RCT and selection based on our inclusion and exclusion criteria, 3430 non‐RCTs, one incomplete study, 42 studies that did not compare PBL with other teaching methods, and 40 studies unrelated to medical education were excluded. Finally, 30 articles qualified for evaluation (Berger et al, 2019; Carbogim et al, 2018; Faisal et al, 2016; García‐Acosta et al, 2019; Gerhardt‐Szep et al, 2016; Hung & Lin, 2015; Krupat et al, 2016; Mayer et al, 2018; Roca et al, 2016; Son, 2020; Wong & Kan, 2022; Zhao et al, 2020). The details are given in Table 1.…”

Trans* Pregnancy and Lactation: A Literature Review from a Nursing Perspective

“…As evidenced in the literature, health science schools have been devoting little time to training on health issues related to trans* individuals [27,50,63]. The WHO considers the training of health professionals especially necessary regarding the human rights of trans* individuals, such as the right to dignity, privacy, autonomy, physical and psychological integrity, and the prevention of gender violence [64], so that the barriers that are perceived and reported by these individuals are overcome.…”

“…In this regard, nurses need more training on how to support trans* patients during pregnancy and lactation [17]. There is an important gap between what is taught in professional schools, what is taught in graduate programs at university, and the real needs of trans* individuals [10,27].…”